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Ameliorating educational concepts and the value of analytic philosophy of education

Jane Gatley

Educational Philosophy and Theory, Volume: 55, Issue: 4, Pages: 1 - 11

Swansea University Author: Jane Gatley

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Abstract

R. S. Peters and a small group of contemporaries set the foundations for analytic philosophy of education in the 1960s, a field which continues to this day. This article asks about the value of analytic philosophy of education today, and proposes alterations to its initial aims and methods to make i...

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Published in: Educational Philosophy and Theory
ISSN: 0013-1857 1469-5812
Published: Informa UK Limited 2022
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa60881
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Abstract: R. S. Peters and a small group of contemporaries set the foundations for analytic philosophy of education in the 1960s, a field which continues to this day. This article asks about the value of analytic philosophy of education today, and proposes alterations to its initial aims and methods to make its value clearer. I outline some critiques of analytic philosophy of education, and respond by clarifying its aims. The key insight is that if analytic philosophy of education is explicitly aligned with recent trends in social philosophy to focus on ameliorative analysis, then its value and relevance as a method in educational studies becomes clearer. Ameliorative analysis starts with the social role that a concept plays, and analyses it with this purpose in mind. I illustrate how R. S. Peters analysis of education would be approached differently with ameliorative analysis in mind, and conclude by pointing to some interesting points of discussion that arise from this approach.
Keywords: Metaphilosophy; analytic philosophy; research methods; education
College: Faculty of Humanities and Social Sciences
Funders: Economic and Social Research Council
Issue: 4
Start Page: 1
End Page: 11